unit plan template€¦ · web view2019. 8. 9. · lesson plan –graphing amber hanson week:...

33rdrd Grade Graphing Unit Grade Graphing Unit

Unit AuthorFirst and Last Name Amber Hanson

Author's E-mail Address [email protected]

Course Name(s) Data Analysis, Statistics, and Probability: Content and Pedagogy for K-8 Teachers

Course Number(s) EDMA 656

Course Section(s) JD2

School City, State, Zip Juneau, AK

Instructor Name(s): Dr. Virgil G. Fredenberg

Unit Overview

Unit Plan Title Mathematics: Graphing

Curriculum-Framing QuestionsEssential Question How do I collect, represent and share data?

Unit Objectives

Students will be able to demonstrate understanding of data collection by creating a tally chart.

Students will be able to correctly create different graphs (bar and picture) that include all requirements listed in the project guidelines.

Students will be able to use the graphs they have created to answer word problems.Students will be able to create a variety of graphs. Students will make observations about the graphs.

Students will be able to work in groups to collect data and create bar graphs.

Unit SummaryThis unit will help teach students how to organize, collect and represent data through the use of tally charts, pictographs and bar graphs.

Subject Area(s): (List all subjects that apply)

mailto:[email protected]

Math, technology (Prezi or photobooth)

Grade Level (Click boxes of all grade levels that apply) K-2 6-8 ESL Gifted and Talented

3-5 9-12 Resource Other:

Lesson #

Student Objective/Learning

Outcome

Targeted State Standard/Benchmark

Procedures/Activities

1 Students will be able to create a variety of graphs. Students will make observations about the graphs.

3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Practice creating pictograph and bar graph on favorite subject. Independently answer ‘more’ or ‘less’ word problems on food caught on Saint Lawrence Island

2 Students will be able to work in groups to collect data and create bar graphs.

3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.3.MD.6. Explain the classification of data from real-world problems shown in graphical representations. Use the terms minimum and maximum

Work in groups to create bar graphs on chosen topic.

3 Students will be able to create a vertical bar graph using information from a table.

3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Work together and independently on bar graph

4 Students will be able to 2.MD.9. Collect, record, Students independently create

demonstrate understanding of data collection by creating a tally chart.


Students will be able to use the graphs they have created to answer word problems.

interpret, represent, and describe data in a table, graph or line plot.

2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart and compare problems using information presented in a bar graph.

3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph.

a tally chart, pictograph and bar graph using jelly beans.

Lesson Plan –GraphingAmber Hanson Week:Mathematics Grade: 3rd

Playing with graphs.Lesson Title Playing with Bar graphs

GLE3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Lesson Objectives

Students will be able to create a variety of graphs. Students will make observations about the graphs.

Anticipatory Set

-On the Smart Board draw a vertical/horizontal axis.-On the vertical line mark off lines about the height of a post-it note.-On the horizontal line Mark off 5 columns. These will be the categories for the graph.-Remind in previously lesson they’ve seen a few different graphs when working with probability.-Ask: What were the graphs you saw yesterday? Pictograph and Bar Graph.-Today we’re going to be creating some class graphs.

Model (“I Do”)

-Say: Yesterday we saw a pictograph, why was it called a pictograph? Because the data is represented by pictures.

-Let’s make a graph about How We Feel About Rainy Days.-Write it on top of the graph. Ask: Why did I write that up there? Because it’s the title of the graph and it tells us what information is in the graph.-For the categories write: Love It, It’s OK, Dislike.-This time instead of using X’s we’ll use pictures. For Love it we’ll draw a heart, for it’s OK we’ll draw the OK hand sign (index finger makes and “O” with thumb, 3 other fingers up) and for Dislike we’ll draw a frown face.-Take the votes and graph each category for rainy day opinions.-Stress that each picture represents 1 student.-Ask students to share observations about the graph. They can say most, least.-Try: How many more people __________than __________? (love rainy days than dislike)?-After questions erase the title, Xs and the categories.

Guided Practice (“We Do”)

--The last type of graph for today is a bar graph. Ask: Why is it called a bar graph?We’re going to be making a bar graph with Post-It notes.-Each person will get to put up one post-it note.-Let’s make a Favorite Subjects graph. What should I write first?-Title: Favorite Subjects-Label Categories: Math, Reading, Science, Writing-Handout: Post-It Notes to each student (a few at a time) to put their post-it note in the category they want.-Ask students to share observations about the graph. They can say most, least.-Try: How many more people _______ than _________? (like math more than reading)?-Ask questions erase the title, remove post-it notes, and the categories.-Time permitting repeat with different categories.

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Independent Practice (“You Do”)

Have students work independently on Shared problem 1

Shared Problem SP1

Grade Level: 3rd

Food caught in the month of September on the Saint Lawrence Island

1. Which animal was caught the least in Gambell?a. Walrusb. Whalec. Seald. Reindeer

2. What animal did Gambell and Savoonga catch an equal amount of?a. Walrusb. Whalec. Seald. Reindeer

3. Study the two bar graphs. Write 4 statements about the data. Make 1 statement about data on each separate graph. Make 2 statements comparing data on both graphs. Explain how you know you are right.

Answer:1. d, 2. Whale 3. Student’s answers may vary. A sample is included below:

3. 1. In Gambell, if you add the total number of Walrus and Seal caught together, you will get the number of Seal caught during that month. 2. In Savoonga they caught more reindeer than all the other

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animals combined. I know this because I added the number of walrus, seal and whale caught and it equals 10, which is less than 12, the number of Reindeer caught.3. During September it’s more likely that you’ll catch Reindeer in Savoonga rather than Gambell. I know this because 12 Reindeer were caught in Savoonga and 0 caught in Gambell.4. You are much more likely to catch Seal on Saint Lawrence Island during September than you are a Whale. I know this because the total amount of Whales caught between the two villages is only 3, while the total amount of Seals caught was 11.

Closure-Tell the students: today we graphed 2 different types of graphs using different information.-Tomorrow you will be working in groups to create your own graphs.

Check for Understanding/Assessments

Assess students on their independent practice answers.

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Lesson Plan –GraphingAmber Hanson Week:

Grade: 3rd

Lesson Title Graphs in groups

GLE

3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.3.MD.6. Explain the classification of data from real-world problems shown in graphical representations. Use the terms minimum and maximum

Lesson Objectives Students will be able to work in groups to collect data and create bar graphs.

Anticipatory Set

-Have enough poster size paper, chart paper or large white construction paper for each group to make a graph. Also enough markers for each group to use. -On the response sheet, write the names of your class in each box. Students will use this to survey the classroom. Do this before you make copies.

Model (“I Do”)

-Yesterday we did a lot of practice with different types of graphs. Do you think you could make your own today?-Let’s review the steps to making a graph. (show this on the Smart Board or chart paper.-Step #1: Draw the vertical and horizontal axis.-Step #2: Mark tick lines up the vertical axis. Label them 1,2,3,4,5,6…-Step #3: Write the title at the top of the graph.-Step #4: Write the categories on the horizontal axis.-Today you’ll need to know these steps so you can make your own group graphs.


-Students will be working in groups of 3 or 4.-Show the student response sheet.-Go over the directions:-First the students should write each team members name.-Then they need to decide what they’re going to make a graph of. It could be favorite color, favorite place to go in the summer, anything that gives 3-4 choices.-Down the choices on the next lines.-To collect your data, you’ll need to go around the class. Tell people what you’re graphing, give them the choices and let them vote for one of the choices.-After you have collected all the data, you need to use the paper and markers to make a bar graph showing the data.-After your graph is finished. Talk as a group to come up with at least 3 things you can tell us about your graph.


Shared Problem #3Grade Level: 3rd grade

Problem:

Ivory Sold in 2012

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Ivory Carvings sold In Gambell Ivory Carvings sold in Savoonga

1. Which type of carving sold the Most in Gambell? ____________________________

2. What same type of carving sold equally in both villages? ___________________

3. Study the two bar graphs. Write 4 statements about the data. Make 1 statement on each separate graph. Make 2 statements comparing data on both graphs. Explain how you know you are right.

Solutions:

1. Polar Bear2. Walrus3. Answers may vary. A sample is included below:

1. In Gambell, the number of Owls and Walrus Ivory Carvings together equal the number of Polar Bear carvings sold. I know this by adding the values of the bars.2. Gambell sold 240 carvings in all. I know by adding the values of all 4 bars3. Polar Bears were the most popular Ivory carvings sold in both villages. I know because the bar for Polar Bears is the highest one in both graphs.4. The least popular type of Ivory carvings was different in both villages, but those types sold 40 carvings each.

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Closure

-Have students come up to the front and present their graphs.-They should share their 3 observations about their graphs.-Ask the class questions that require them to look at 2 different categories on the graph.-How many more _____than ______.How many like _____and ______.-How many do not like _______.


-Assess students on independent practice.-Take anecdotal notes during group projects.

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Lesson Plan –GraphingAmber Hanson Week:Mathematics Grade: 3rd

Lesson Title Bar Graph Creation

GLE3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Lesson Objectives

Students will be able to create a vertical bar graph using information from a table.

Anticipatory Set

-Review with students all the properties of a bar graph.

Model (“I Do”)

-Today we are going to continue to work on bar graphs. Like pictographs, bar graphs are an easy way to organize information. The best thing about bar graphs is that everyone uses them! College students use the, teachers use them; people who run businesses use them! and today we are going to learn and continue to use them.

First I am going to create a table of data or information. Just like when we made the pictograph. The information we will be gathering will come right from the classroom.

We are going to create a bar graph based upon our favorite treats. I am going to ask you to vote on which treat is your favorite. The choices are cupcakes, cookies, ice cream and milk shakes.

Call on each chose and have students raise their hands to vote for their favorite. Fill in the chart until everyone has voted.

Ask students: How many people voted for milk shakes? How many people voted for cupcake? How many people voted for cookies? How many people voted for ice cream?

Now I am going to use this information to make a bar graph. Display graph to students.This is what a bar graph looks like. All of the treat choices are along the bottom. Up the side of the bar graph is numbers. We use these numbers to figure out how many of a certain object there is. Teacher should demonstrate by filling in the milk shake bar.


Have students help fill in the bar graph.

Ask students: How many students voted for cupcakes? How many students voted for cookies? How many students voted for milk shake?

Wow, you guys did such a great job created our special Gambell treats graph!

Now you are going to have the chance to go back to your seats and we’ll work on another graph together!


Students will return to their desks and complete their independent practice.Teacher will circulate to provide assistance if needed.If students are struggling, Teacher will pull them to a separate place in classroom to go over Independent

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problem #1 together.

1)

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Favorite Fruit

7

3

5

1

Name: ______________________________________________________IP 10-13-09

2)

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Favorite Shape

2

4

1

6

Closure

Students will complete exit slip. *

Teacher will read questions so Students must complete along with entire class. If time, Teacher will circulate 100% Teacher will whisper “Good Job ____________” and class will respond “Good Job ___________” (This routine understand the expectations (has to be a whisper, shouldn’t interrupt other’s work etc.)


Turn to your neighbor and tell them why we use bar graphs. Students will think-pair-share and Teacher will select 1-2 students to share

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Lesson Plan –MathematicsAmber Hanson Week:Mathematics Grade: 3rd

Lesson Title Graphing with Colors

GLE

Represent and interpret data.

2.MD.9. Collect, record, interpret, represent, and describe data in a table, graph or line plot.

2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart and compare problems using information presented in a bar graph.

3.MD.4. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph.

Lesson Objectives

Students will be able to demonstrate understanding of data collection by creating a tally chart.


Students will be able to use the graphs they have created to answer word problems.

Essential Question: How do I collect, represent and share data?

Anticipatory Set

1. Introduce state standards, objectives, and essential question to students (both orally and visual for students)

2. After the above has been completed, the students will complete the pre-assessment to identify what the students remember and don’t remember about graphs- The pre assessment will be a pre-test as well as the KWL wall in the next step.

3. Activate prior knowledge of graphs including collecting and reading data, creating and/or reading tally charts, pictographs, and bar graphs. - Ask students what they can tell you about graphs

(what they look like, what they have on them, what they represent, etc.)

- Record information on the KWL chart.Model (“I Do”)

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1. Explain to the students that we are going to create our very own tally chart and bar graph using data that we collect.

2. Give topic of data collection- Favorite Yupik food3. Show students how to collect data by showing a tally chart on the

board with the following foods listed: Whale, walrus, seal, seafood, polar bear

4. Ask students to raise their hand for their favorite Yupik food, only one vote-Which Yupik food do you prefer? Whale? Walrus? Seal? Seafood or Polar Bear?

5. As students give their favorite Yupik food, put a tally mark next to that food on the tally chart

6. After all students have voted once, count up the total number of votes for each type of Yupik food and record that number next to each type of food.

7. Explain to students that this information will be used to create a bar and picture graph----------------------------------------------------------------------------------BAR GRAPH

8. Now review with students how to make a bar graph using graph paper. Work through this procedure on the Smartboard using the program called ‘Notebook’. Have graph paper as the ‘background’.

9. As you go through the process, show students how to give the graph a title, what the y and x axis are and how to label them, how to scale the graph correctly, and how to make a key

10. After you have shown students how to label all the parts of the graph, show them how to use the information from the tally chart to complete the graph. ----------------------------------------------------------------------------------

11. After you have completed the graph with the information from the tally chart, ask students if they have any questions. If no questions, move on to explain that student will be taking pictures of each the process they take in creating their graphs. With these pictures they will create a presentation using the technology tool Prezi or Photobooth. If questions, answer them before moving on. Follow the same steps as you did for the graph using paper and pencil. (Students recently learned Prezi, and have used and Photobooth in the past.)

12. Again, ask students if they have any questions. If they do, answer them and if not move on to the presenting information part of the lesson.

13. For this part, the teacher will explain to students what information you are able to collect from the graph. For example, the most liked Yupik food, the least liked Yupik food, this many people like this type of Yupik food more than that type of Yupik food, etc.

14. After this, the teacher should explain that the students will answer questions like this after they have completed graphs.

15. After this has been completed and there are no questions, the of 20

teacher should move on to the picture graph.----------------------------------------------------------------------------------PICTOGRAPH

16. Using the same information from the tally chart, the teacher will now create a picture graph.

17. First show students how to make the picture graph using paper and pencil on the SmartBoard.

18. Show them how to draw the graph and label the graph with a title and the columns for the different colors, and key.

19. After making the graph and labeling it, show students how to complete the graph using the information from the tally chart. Example: Draw a mouth for each person who voted for a particular type of Yupik food.

20. Make sure to create a key identifying what the mouth represents.21. After you have completed the graph with the information from the

tally chart, ask students if they have any questions. If no questions, move on to explain that student will be taking pictures of each the process they take in creating their graphs. With these pictures they will create a presentation using the technology tool Prezi or Photobooth. If questions, answer them before moving on. Follow the same steps as you did for the graph using paper and pencil. (Students recently learned Prezi, and have used and Photobooth in the past.)

22. Again, ask students if they have any questions. If they do, answer them and if not move on to the presenting information part of the lesson.

23. For this part, the teacher will explain to students what information you are able to collect from the graph. For example, the most liked Yupik food, the least liked Yupik food, this many people like this type of Yupik food more than that type of Yupik food, etc.

24. After this, the teacher should explain that the students will answer questions like this after they have completed graphs.

25. After this part, move on to the guided part of the lesson.


Assessments will take place at the beginning of the lesson with pre assessments that include a pre-test and a KWL chart. These assessments will let the teacher know what students remember about graphs and what they still need to work on.

Informal assessment will take place throughout the lesson through observations and discussions with students to see how they are progressing through the lesson and to see how they are following instructions, guidelines, and expectations. A chart/checklist will also be kept throughout the lesson to show students’ gains and progress from the beginning to the end of the lesson.

Assessment will take place at the end of the lesson with a grade on the

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student’s final project based on the rubric that has been created. Assessment will also take place based on the post-test that is given, their contribution to the KWL chart, and with the exit slip that the students will complete prior to leaving class.


1. When the students are out of the room scatter the colored squares around the room. Make sure you know how many of each color you scatter (need to be equal amounts).

2. When the students return, tell them you have scattered the colored squares around the room. Tell the students they will have 30 seconds to find as many colored squares as they can.

3. Time the students while they search for the squares, when 30 seconds is up, have the students return to their seats with their collected squares.

a. Display a chart on the smart board. 3 columns, 6 rows. The first column should be labeled with ‘colors’. Below should list the colors: blue, green, red, yellow, orange.

b. “What do you think I set up here on the board?” A chart.c. “A chart. What do you think we should do? It’s not going to

be our bar graph yet, so this is our chart. What am I going to do in this column you think?” Record the total amount of each color

4. Put the students into groups of 3 or 4 to combine their data. Show the groups how they can make a tally chart to combine their amounts.

a. “Okay, and in the past we’ve used tallies. Then we’ve given the actual number. I want you to make a tally chart with your table about how many blue you have altogether, how many green, how many clear, how many red, and how many yellow altogether.

b. Teacher should rove the room to check that students are completing the chart accordingly and as a group.

c. Once students have finished, get the classes attention by our usual cue of “eyes and ears and attention up here in 3, 2, 1”

5. When the groups are finished combining the data, make a class tally chart combining the amounts of all of the squares. (# of blue, # of red, etc.)

a. “Okay, we’re going to total each one so I’m going to need each group to read, okay?”

b. Collect student data on the board using tallies. Add them together on the last column.

6. Ask the students to discuss in small groups how they could

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organize the class tally chart into a bar graph. The students can use the grid paper to draw an outline of their ideas.

a. “We talked a little bit about what a bar graph has to have. In your group discuss what are the different things that a bar graph needs to have. Make a list on your white board.”

b. Give students a minute or two to list some ideasc. Call on groups and have them ‘share out’ particular things

needed on a bar graph, write them on the SmartBoard. (scale, items along the bottom, information from the tally chart)

7. As a whole class discussion, take their suggestions to make a class graph displaying the data where all the students can see the totals.

8. Using the whole class data, have students help create a pictograph as well.

9. Have the students discuss in small groups what conclusions they can make from the data, and then share their ideas in a whole group discussion.

a. Extend our group discussion into ideas on how we can relate it to how we really use graphing in the real world.

10. After all graphs have been completed and students have an understanding of how to create the two, move on to the independent practice. If students still need additional practice, work through another graph topic with the students. For example, student birthdays, favorite sport, favorite dinner, etc.


The independent practice will take place when students work on the project that has been assigned. For this project, students will be given a bag of Jelly Beans and they will have to collect data, represent data, and share data, based on the bag of Jelly Beans.

Before students begin the project, expectations will be set.1. Students should follow all CHAMPS expectations that have been set.2. Students should have a voice level of 1 when working on their

project.

Project Guidelines:

1.The students will demonstrate their ability to collect data by filling in a tally chart with the information they collect. (Higher level students can develop their own tally chart, lower functioning students can use the tally chart outline that has been provided)

2. The students will demonstrate their ability to represent data by creating a bar and picture graph representing the information they collected in their tally charts. Their graphs must include a title, labeled axis, correct scaling, and key.

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(Higher-level students can develop their own graphs on graph paper or plain paper and lower functioning students will use pre made templates).

-After students have created their graphs on paper, they will have it checked by the teacher and then they will further their understanding of representing data using a graph by creating a presentation explain the process they took to create their graphs.

3. The students will demonstrate their ability to share information from their graphs by presenting their graph presentation to a partner and also by answering word problems that have been assigned by the teacher.

Word Problem Examples:How many pink Jelly Beans are there?Are there more green Jelly Beans or purple Jelly Beans?Which Jelly Bean color appeared the most?How many more yellow Jelly Beans s than orange Jelly Beans?

4. After students have completed their two graphs on paper and created their presentation, the teacher has checked them and there is extra time, students can take the independent practice one step further and try to collect data and represent data on a topic of their choice. (This is the time that the teacher would use the rubric that was created to assess the students’ understanding.)

Closure

The closure of the lesson will begin with the presentation of students work. After which a post-test will be given to determine what knowledge students have gained throughout the lesson and to see what areas they still struggle with.

After the post-assessment the teacher and students will review the standards, objectives, and essential question to see if they have been met and/or answered. This will take place in a whole group discussion. (For this discussion, refer back to the information that was written about graphs on the board at the beginning of the lesson and have students add to the KWL chart.)

After this discussion, students will be asked to fill out an exit slip listing or demonstrating what they have learned about collecting, representing, and sharing information. Students will be asked to write 2-3 meaningful things.

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Level Collecting Data

Graphs Word Problems

Communication

Outstanding Student collected individual data on a topic of interest in order to create a graph.

Student was able to correctly create a graph (i.e. bar, line or picture) using individual data collected on a topic of their choice, with all the necessary requirements including (correct scaling, title, labeled axis, etc.

Student was able to create and solve simple put-together, take-apart or compare word problems using information from a graph.

Student displayed maximum participation in small group and/or whole class discussions (i.e discussed the data and graph, answered questions, shared opinions, asked questions, helped others clarify confusion, instructed and helped other students on their assignments, etc.)

Satisfactory Student fully participated in the class data collecting process by participating in the class discussion and by creating a table with tallies to present data.

Student was able to correctly create graphs (i.e. bar, line or picture) using the data collected as a class with all necessary requirements including (correct scaling, title, labeled axis, etc.)

Student was able to correctly answer simple put-together, take-apart or compare word problems that were associated with the completed graph.

Student displayed good participation in small group and/or whole class discussions (i.e discussed the data and graph, answered questions, shared opinions, etc.)

Needs Improvement

Student had limited participation in the data collecting process.

Student was able to correctly create a graph or graphs (i.e. bar, line or picture) using the data collected as a class, however some requirements were missing.

Student struggled to correctly answer simple put-together, take-apart or compare word problems using information from the completed graph.

Student displayed minimal participation in small group and/or whole class discussions

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unit plan template€¦ · web view2019. 8. 9. · lesson plan –graphing amber hanson week:...

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